Should such circumstances begin to affect a student’s ability to participate in studies, it is important that they let us know as soon as possible.
|2021/22||Level||Start Date||School Specific||Assessment Periods||Official Results Date||Resit||Official Results (after Resit)|
|Semester 1||Semester 2||Dissertation/
|Cohort 1||UG||Sept 2021||No||10-21 Jan 2022||16 May-01 June 2022||vary by programme||04 July 2022||16-26 Aug 2022||16 Sept 2022|
|Cohort 2||TPG||Sept 2021||No||10-21 Jan 2022||16 May-01 June 2022||17 June 2022- 20 Sept 2022||15 Nov 2022||16-26 Aug 2022||16 Sept 2022|
This section describes the key members of staff and committees involved in the assessment process within the Leeds University Business School, and describes their main responsibilities.
The role of the Functional Manager, as a member of the Faculty Education School Management team, is to liaise with staff involved in assessment to improve the consistency of processes and practices and to promote the sharing of ideas and good practice. The Functional Manager will also co-ordinate the introduction of developments or improvement initiatives which impact upon assessment.
There are two Senior Programme Officers in Leeds University Business School with responsibility for Undergraduate and Taught Postgraduate assessment respectively. It is the Programme Officer’s role to facilitate the delivery of assessment within their own area to an excellent standard, from the setting of assessment to classification at the examination board. They also work closely with the Functional Education Service Manager for Assessment and Academic Programme Directors to deliver continuous improvement in the delivery of student education practices, with a particular focus on the area of assessment.
The Faculty Director of Student Education provides academic leadership and oversight to the delivery of taught Undergraduate and Postgraduate programmes parented by the Business School. The role involves managing the student partnership and student feedback.
The Director of Taught Programmes (Quality) provides academic leadership and oversight to the development of taught programmes parented by the Business School, and the quality assurance of their delivery.
The Director of Taught Programmes (Assessment and Student Support) provides academic leadership and oversight to the development and delivery of assessment practices, examination boards and student support on taught programmes parented by the Business School.
The Director of Enhancement provides academic leadership and oversight to the pedagogical development of taught programmes parented by the Business School including the development of the digital learning resources.
The Director of Student Opportunity provides academic leadership and development of faculty-wide opportunities for students within the Business School including placements, year abroad, internships and mentoring amongst other things.
The Head of School, as the representative of the Senate, is ultimately responsible for all examination and assessment matters in the School. However, many of these responsibilities are delegated to other members of staff and to various formal committees.
The Director of Student Education is responsible for the overall management of undergraduate and taught postgraduate examinations and assessment. Whilst the Director of Student Education has a responsibility to oversee the range of different types and timing of assessments on programmes, this is often discharged in co-operation with Programme Leaders. The Director of Student Education chairs the School Taught Student Education Committee.
The Academic Assessment Lead is responsible to the Director of Student Education, on behalf of the Head of School, for the development, organisation and management of the assessment policy and practices within the School.
A Programme Leader is responsible to the Director of Student Education for the development, organisation and management of a named programme and for the academic experience of the students on that programme. Programme Leaders play an active part in the development of the School’s portfolio of programmes and the enhancement of the student academic experience. The Programme Leader for each programme is listed in the programme catalogue.
A Module Leader, a contracted member of academic staff, is appointed to lead each module in the School’s portfolio and is responsible for its development, organisation and management, as well as for the assessment of students. Module Leaders, in liaison with Programme Leaders, are responsible to the Director of Student Education acting on behalf of the Head of School. The Module Leader for each module is listed in the Module catalogue.
The Academic Integrity Lead is a nominated member of academic staff who is responsible for ensuring consistency within the School in implementing plagiarism procedures and practice, and investigating suspected cases of plagiarism. The aim is to ensure equity of treatment of students. The role also involves plagiarism education, such as raising staff and student awareness of plagiarism issues.
The School Academic Lead for Inclusive Practice is a nominated member of academic staff who is responsible for promoting and embedding inclusive approaches.
The Pro Dean for Student Education, at the Faculty level, is not directly involved with the assessment of most students, but has overall responsibility for quality assurance, standards and quality enhancement of the Faculty’s learning and teaching provision. The Pro Dean chairs the Faculty Taught Student Education Committee.
The Student Education Service (SES) is responsible for the support of students throughout their time at University and supports academic staff in the administration of module assessments and final Degree Classification. SES staff manage the administration in relation to assessment for modules (including the collation, entry, and release of marks in line with University regulations), support School level procedures such as extensions to assessed work, mitigating circumstances and academic integrity and services all Assessment, Progression & Awards Boards.
Every taught credit-bearing module must have an internal examiner, an identified individual who takes responsibility for the assessment on each module. Although marking of assessment may be undertaken by a team, the internal examiner has responsibility for the marks awarded. The internal examiner is usually the module leader.
There may be occasions when it is appropriate for another qualified and experienced individual, such as a Foreign Language Assistant, a member of staff at a collaborating partner institution, or a retired or visiting member staff, to act as internal examiner. The module leader retains overall responsibility and accountability for the module whilst delegating responsibility for assessment to another. In such cases, the School will make a formal nomination of the individual as an internal examiner and the appointment will be approved by the Faculty Taught Student Education Committee, or by the Chair acting on its behalf.
Assessment assistants are individuals who, working under the supervision of the internal examiner, assist with the marking of students’ work. The internal examiner remains formally responsible for assessment design and for the marks awarded. Assessment assistants usually have a formal link with the University (for example, are studying for a research degree), but are not academic members of staff. Assessment assistants are approved, appointed and monitored at the school level.
The School appoints assessment assistants under defined circumstances:
Marking undertaken by Assessment Assistants is comprehensively monitored and moderated. The School maintains a complete, detailed and up-to-date record of appointed assessment assistants and the training they have received.
The School follows the agreed university procedures relating to external examiners for all taught programmes.
An external examiner is appointed by the University to oversee each programme or area of study. The external examiner provides independent assurance of the efficacy and fairness of the assessment procedures and maintenance of academic standards. External examiners’ reports from previous years are published.
The process of approving programme and module specifications, including assessment design, is the responsibility of the formal Faculty Taught Student Education Committees and School Taught Student Education Committees.
The Board of Assessment holds two types of meeting: the School Assessment Board, which oversees module marks/grades, and the Progression and Awards Board , which determines final outcomes (such as classification). In some cases, these will take place consecutively, during the same meeting.
The Rules for Award are the rules, approved by the Senate, under which the schools are allowed to make awards on behalf of the University. The Rules for Award explain the University’s general requirements for each type of qualification.